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PSYC20054 - Psychopathology and Formulation I

General Information

Unit Synopsis

This unit is the first of two units which focus on mental disorders across the lifespan and case formulation. In this unit you will explore mental disorders most prevalent in childhood and adolescence. A problem-based learning approach will be used, providing you with the opportunity to engage in self-reflective practice and synthesise your knowledge and application of mental disorder classification, diagnosis, and case formulation. The study of mental disorders will involve exploration of genetic, biological, psychological, and social factors. The role of these factors will be considered in the development of mental disorders and possible intervention pathways. You will employ professional communication skills in a socially and culturally responsive manner to present your case formulations. This unit will include a three day residential in the first week of term which is compulsory for all students to attend.

Details

Level Postgraduate
Unit Level 9
Credit Points 6
Student Contribution Band SCA Band 4
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites

Students must be enrolled in CL68 Master of Professional Psychology

Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).

Class Timetable View Unit Timetable
Residential School Compulsory Residential School
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Unit Availabilities from Term 1 - 2020

Term 1 - 2020 Profile
Mixed Mode
Term 1 - 2021 Profile
Mixed Mode
Term 1 - 2022 Profile
Online
Term 1 - 2023 Profile
Online
Term 1 - 2024 Profile
Online
Term 1 - 2025 Profile
Online
Term 1 - 2026 Profile
Online

Attendance Requirements

All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Assessment Overview

Recommended Student Time Commitment

Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Assessment Tasks

Assessment Task Weighting
1. Presentation 40%
2. Reflective Practice Assignment 20%
3. Online Test 40%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%).

Consult the University's Grades and Results Policy for more details of interim results and final grades

Past Exams

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Previous Feedback

No previous feedback available

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Source: Unit evaluation responses
Feedback
Students stated that they felt like the unit could benefit from inter-unit collaboration regarding the use of formulation to inform psychometric assessment and intervention planning.
Recommendation
It is recommended that the teaching team review the teaching schedule to strengthen the flow of content between units.
Action Taken
The teaching team reviewed the teaching schedule and strengthened the flow of content between units.
Source: Unit evaluation responses
Feedback
Students stated that they were unsure if the inclusion of a test (Assessment 3) was really required for this unit.
Recommendation
It is recommended that the teaching team review Assessment 3 to ensure the use of a test is the most appropriate assessment modality for the aligned learning outcomes.
Action Taken
The teaching team reviewed Assessment 3 to ensure that it was the most appropriate modality to assess the aligned learning outcomes. The outcome of the review was that the test would be retained. To ensure students understood the rationale behind the chosen assessment modality for Assessment 3, the Unit Coordinator shared the rationale behind the chosen assessment modality during the assessment brief in Week 1.
Source: Unit evaluation responses
Feedback
Students stated that they found it uncomfortable and challenging having to manage the time limit for the in-class presentations themselves.
Recommendation
It is recommended that the teaching team provide students with strategies to assist them in managing their adherence to the time limit during their in-class presentations.
Action Taken
After broader assessment discussions with the teaching team, in-class presentations were removed.
Source: Student Evaluations
Feedback
Students stated that recording the live lectures would allow them to review the lectures if further clarity is needed or to deepen their understanding of content.
Recommendation
It is recommended that the live lectures are recorded.
Action Taken
In Progress
Source: Student Evaluations
Feedback
Students suggested that examples of how psychopathologies present, through video format, would be useful for their learning and understanding.
Recommendation
It is recommended that the current learning materials are expanded on, and videos are used to aid students learning of the presenting features of the covered psychopathologies.
Action Taken
In Progress
Source: Student Evaluations
Feedback
Students questioned the relevance of developing a pamphlet for their future professional practice, suggesting a review of Assessment 1.
Recommendation
It is recommended that the teaching team review Assessment 1 to ensure that the modality chosen aligns practically with the skills needed in practice.
Action Taken
In Progress
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Demonstrate advanced knowledge of mental disorder diagnostic criteria relevant to mental health issues experienced during childhood and adolescence
  2. Apply relevant theoretical frameworks to case formulation for mental health disorders experienced during childhood and adolescence
  3. Employ professional communication skills in a socially and culturally responsive manner.

Learning outcomes are drawn from core competencies stated by the Psychology Board of Australia (PsychBA), program of study criteria as stated by the Australian Psychology Accreditation Council (APAC), and specifications for study at level 9 as indicated by the Australian Qualifications Framework (AQF).

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3
1 - Presentation • •
2 - Reflective Practice Assignment • •
3 - Online Test • •
Alignment of Graduate Attributes to Learning Outcomes
• Professional Level
• Advanced Level
Graduate Attributes Learning Outcomes
1 2 3
1 - Knowledge • • •
2 - Communication • • •
3 - Cognitive, technical and creative skills • • •
4 - Research • • •
5 - Self-management • • •
6 - Ethical and Professional Responsibility • • •
7 - Leadership • • •
Alignment of Assessment Tasks to Graduate Attributes
• Professional Level
• Advanced Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 8
1 - Presentation • • • • • • •
2 - Reflective Practice Assignment • • • • •
3 - Online Test • • • • • •